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If your child needs to receive medication at school, we must have the proper forms
on file. We cannot dispense any medications without these forms on file. Please
contact the school health staff for additional information.

School Counselor

The guidance counselor is available to children, parents, and staff. All students
become acquainted with the services of the counselor during fall orientation.
Students may request to see the counselor or may be referred by parents or
teachers to help solve problems or to teach new skills. Support groups are also
offered to provide support for students concerned about things like changing
families or friendship. The counselor also serves as a consultant for teachers,
administrators and parents.

School Psychologist

The primary function of the school psychologist is to assist school personnel and
parents in providing an environment most conducive to growth in social, emotional,
academic, and intellectual skills. Emphasis is placed on the development of a strong
self-concept through positive interaction with the school environment. The primary
function of the school psychologist is to provide professional assistance in the
assessment and placement of students. Among the various responsibilities of the
school psychologist are assisting in the development of Individual Education Plans,
participation on the Intervention Assistance Team, participation on the Response to
Intervention Team, individual testing of students, counseling, and teacher and
parent consultation.

Special Education Services

Hudson City Schools provides services for students with disabilities as mandated by
the federal law Individuals with Disabilities Educational Improvement Act (IDEA)
of 2004 and Ohio’s Operating Standards. Students must meet state and federal
criteria to be eligible for special education services under IDEA. A team,
consisting of the parents, regular education and special education teachers, school
psychologist, administrator (usually the Principal or Assistant Principal) considers
evaluation and testing information and determines if students meet the criteria to
be eligible for services based on 13 different disability categories. Once a student
qualifies for special education services based on state and federal criteria then an
Individualized Educational Plan or IEP is developed for that child to meet his or her
individual needs. There are mandated timelines that must be followed for each
step in this process.

Public schools are also governed by the requirements of Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments

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